we can look at webquest in question and check if it is long-term or short-term
does the chosen WebQuest follow the structure suggested in this article?
Are the links on the webquest still active, updated etc?
Find article about student motivation and technology to put into why good to use a webquest (e.g. Varank, I. 2005. Effectiveness of computers in the classroom and teachers’ training needs for successful integration of computers in education. Abant Izzet Baysal University Journal of Faculty of Educa- tion 5 (2): 79–91.) - to follow up
Good activities - but very teacher led, even though supposedly student-centred - not much freedom of choice... - find article on this idea?
Polly, D., & Ausband, L. (2009). Developing Higher-Order Thinking Skills Through WebQuests. Journal of Computing in Teacher Education, 26(1), 29 - 34. Retrieved from EBSCOhost
- Tom March is a respected author in ICT. His work has been used as course readings for CSU - With each issue he addresses, March provides an example of an actual WebQuest to support his ideas
Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can They Be Used To Improve Critical Thinking Skills In Students. Computers in Schools, 19(1-2), 101-117. Retrieved from EBSCOhost
Quite complex about critical thinking, but some useful and good points.
Child-safe internet environment – especially important if we're thinking about elementary students
like the phrase time-efficient tools!
Totally agree about how little allowance for individual differences – learning styles and preferences... look for this in our chosen WebQuest – but if open-ended product choice – that would already afford greater choice etc... perhaps need range of resources at different levels etc
Segers, E., & Verhoeven, L. (2009). Learing in a sheltered Internet environment: The use of WebQuests. Learning and Instruction, 19(5), 423 - 432. doi: 10.1016/j.learninstruc.2009.02.017
- WebQuests use of detailed scoring guides or rubrics, enable students to check their progress throughout their work
- WebQuests teach students accountability for their work when students are provided assessment guidelines from the very beginning
- three traditional areas of modification for differentiation ie: content, process, and product can be easily addressed in the Webquest
- there is a greater focus on the gifted learner with little description of how the webquest can address the struggling student beyond the suggestion of modifications already noted
- the articule reiterates much of what we already find in other papers about the structure of the webquest
- some discussion of the benefit to the teacher having available webquests to work with and the freedom to faciliate learning rather than deliver content
Otta, M., & Tavella, M. (2010). Motivation and engagement in computer-based learning tasks: investigating key contributing factors. World Journal on Educational Technology, 2(2), 1 - 15. Retrieved from EBSCOhost
Halat, E. (2008). A Good Teaching Technique: WebQuests. The Clearing House, 81(3), 109 - 112. Retrieved from Academic Search Complete
Eldridge, G. (2010). Do Closed-Search WebQuests Help or Hinder Student Learning? International Educator, 24(3), 13. Retrieved from EBSCOhost
Mangelson, J., & Castek, J. (2008). Engaging Students with WebQuests. Book Links, 17(6), 46 - 47. Retrieved from Academic Search Complete
Polly, D., & Ausband, L. (2009). Developing Higher-Order Thinking Skills Through WebQuests. Journal of Computing in Teacher Education, 26(1), 29 - 34. Retrieved from EBSCOhost
- With each issue he addresses, March provides an example of an actual WebQuest to support his ideas
Maddux, C.D., Cummings, R. (2007) WebQuests: Are They Developmentally Appropriate? The Educational Forum. Vol. 71, pgs. 117- 127
- consider webquests and scaffolding in the context of Vygotsky's zone of proximal development
Romano, M. (2010). Teaching in the Digital Age. Science Teacher, 77(7), 14. Retrieved from EBSCOhost
Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can They Be Used To Improve Critical Thinking Skills In Students. Computers in Schools, 19(1-2), 101-117. Retrieved from EBSCOhost
Segers, E., & Verhoeven, L. (2009). Learing in a sheltered Internet environment: The use of WebQuests. Learning and Instruction, 19(5), 423 - 432. doi: 10.1016/j.learninstruc.2009.02.017
March, T. (2003). The Learning Power of WebQuests. Educational Leadership, 61(4), 42 - 47. Retrieved from EBSCOhost
- WebQuests teach students accountability for their work when students are provided assessment guidelines from the very beginning
- three traditional areas of modification for differentiation ie: content, process, and product can be easily addressed in the Webquest
- the articule reiterates much of what we already find in other papers about the structure of the webquest
- some discussion of the benefit to the teacher having available webquests to work with and the freedom to faciliate learning rather than deliver content
To read:
http://bestwebquests.com/tips/red_flags.asp
Rejected readings: